Exploring the Meaning of the Dance Appreciation Experience of Pre-school Teachers

Objectives The purpose of this study is to investigate the aesthetic meaning and educational value of the dance appreciation experience of elementary pre-service teachers. Methods Data collection was conducted using various data collection methods such as writing dance essays and collecting related documents to grasp in-depth description, empirical understanding, and complex reality, and focus group interviews (FGI) were conducted with groups of five people. Results first, the perception of elementary school pre-service teachers on the experience of watching dance suggested the possibility of eliminating prejudice against dance and understanding and communicating cultural diversity through dance. Second, the response of elementary school pre-service teachers on the experience of watching dance suggested the importance of teachers’ cultural enjoyment to eliminate cultural gaps and served as internal motivation for expressive activity instruction strategies. Conclusions It is necessary to develop teaching-learning strategies and educational methodology for dance appreciation education to foster the aesthetic sensibility of elementary school pre-service teachers. Follow-up research is needed on the aesthetic and educational meaning of elementary school pre-service teachers' interpretation of dance appreciation.